Biography

Heidi Diefes-Dux has over 15 years of experience in employing the models and modeling perspective and design research methodologies to conduct classroom-based research to maximize the learning potential of authentic engineering learning experiences that result student construction of models and simulations. Learning experiences are authentic when they are set in real-world contexts and encourage the use and development of domain knowledge, problem-solving skills, teamwork skills, and communications skills in ways that reflect professional practice. Research foci include the development of authentic learning experiences, implementation and assessment strategies, students’ mathematical models and simulations, instructor professional development, and student peer and instructor feedback. Settings for this work have been elementary and middle school and first-year engineering.

Dr. Diefes-Dux is leading an effort to integrate standards-based grading (SBG) in a large engineering course. She is part of a growing community (see sbghub.lmu.build) that is learning how to move away from traditional score-based grading systems to SBG, which provides students with more meaningful feedback on their learning. Her interests are in students' use of SBG feedback and resources, students' reflections on their learning, meaning representations of students' performance, and instructional team professional development with using SBG.

Hometown

Poughkeepsie, New York

Education

Research Interests

Models, Modeling, & Simulation - Employing the models and modeling perspective and design research methodologies to conduct classroom-based research to maximize the learning potential of authentic engineering learning experiences that result student construction of models and simulations. Learning experiences are authentic when they are set in real-world contexts and encourage the use and development of domain knowledge, problem-solving skills, teamwork skills, and communications skills in ways that reflect professional practice. Research foci include the development of authentic learning experiences, implementation and assessment strategies, students’ mathematical models and simulations, instructor professional development, and student peer and instructor feedback.